Science & History
The Double and Triple Crossed projects aimed to bring together science and history to enable pupils to become conversant with techniques and processes vital to the study of science through topic based, contextualised learning.
Delivering scientific topics through cross-curricular science/historical contexts encourages opportunities for creative and independent enquiry and discursive argument within Key Stages 3. Historical methodology can provide an extra depth through which the nature and progress of science can be explored and serves as an opportunity to introduce the social and ethical issues in science to nurture reasoning and encourage creativity in both pupils and teachers.
The focus in historical methodology on the development of arguments, the questioning of evidence and the application of thinking and reasoning skills can enrich both teaching and learning in science.
This cross-curricular thematic classroom approach compliments current government and OFSTED guidance encouraging schools to cover more than one subject at a time where possible. They also link with the new Key Stage 3 curriculum which outlines the need for cross-curricular dimensions and increased focus on pupils’ personal skills and allows greater creativity from teachers.
The QCA's Personal, Learning and Thinking Skills (PLTS) framework outlines the need for personal skills and capabilities to underpin the way learners work and learn across curriculum. These skills are an integral part of all the contexts in which learning takes place in schools and are vital to the enhancement of the curriculum.